Angela Ingram & Seunghee Lee: Middle School and Self-determination

Angela_IngramBlank-person-photo1. Researchers’ names: Doctoral Students Angela Ingram (aingram@uoregon.edu) & Seunghee Lee (slee17@uoregon.edu) ; Faculty Advisors Dawn Rowe and Valerie Mazzotti

2. Study Title: Effects of self-determination instruction on school engagement for middle school students at-risk, or with disabilities

3. Phase of study: As of October 2015 researchers are collecting baseline data.

4. Population or age group: Middle school students at-risk and with disabilities

5. Summary: This study used a multiple-baseline design across students to examine the effects of self-determination instruction on school engagement for middle school students at-risk, or with disabilities and to what extent self-determination instruction increased academic engagement. In addition, this study aimed to examine teachers’ perceptions of the use of self-determination instruction to increase students’ academic engagement and self-determination skills as well as students’ perceptions of self-determination instruction as a method for increasing their self-determination skills.

6. Opportunity for Participation: Currently there is no opportunity for participation.

UPDATE: James Sinclair – School-based cognitive behavioral therapy curriculum on mental health and academic outcomes for adolescents with disabilities

-41. Researchers’ names: Doctoral Student James Sinclair PI, (jsinclai@uoregon.edu) ; Dissertation Chair Chris Murray (cjmurray@uoregon.edu)

2. Study Title: The effects of a school-based cognitive behavioral therapy curriculum on mental health and academic outcomes for adolescents with disabilities.

3. Phase of study: Data collection and analysis are complete. Currently, he is finishing writing up his dissertation.

4. Population or age group: High school students with disabilities

5. Summary: This study is for my dissertation, I am utilizing a group comparison design to see the effects of a self-developed curriculum on mental health outcomes. The curriculum is developed to teach students about internal locus of control, and how common mental health problems like depression and anxiety can impact relationships as well as their environments.

6. Opportunity for Participation: If you are interested in helping with this project, please contact James Sinclair (jsinclai@uoregon.edu), there will be opportunity to help with data collection.